Light-hearted Matt and Molly stories springboard to hands-on activities for communication and literacy skills. This popular program includes sequential story cards, sentence strips, and lesson plans.
- Learn to anticipate, predict, and follow a story line
- Develop question answering, vocabulary, and sequencing skills
- Develop language, literacy, and story comprehension skills
The program features eight theme-based stories with activities for:
- narrative language
- vocabulary and concepts
- answering questions
- sequencing and predicting
- determining what's missing
- reading comprehension
The materials include:
- four full-color, 8½" x 11" sequence pictures for each story (32 total pictures)
- four large-print sentence strips per story that students match to the correct illustrations (32 total sentence strips)
- six wh- and how word cards, a Yes card, and a No card for the question-asking activities
Each lesson follows the same two-day routine and can be used with one student, a small group, or an entire class. Matt and Molly are the main characters of every story, so students begin to consider them good friends as they progress through each lesson.
Day one routine is:
- sing the Matt and Molly theme song
- introduce the story
- describe the picture cards and introduce the vocabulary/concepts
- predicting activity
- story review activity
- sequencing activity
- what's missing activity
- match printed sentences to the corresponding picture
- yes/no questions activity
- wh- and how questions activity
- preparing to act out the story activity
Day two routine is:
- sing the Matt and Molly theme song
- story review activity
- act out the story
- anticipate the next story activity
Autism & PDD Picture Stories & Language Activities Autumn may be purchased individually or as part of the 5-program Autism & PDD Picture Stories and Language Activities set. The 5-program set consists of:
Copyright © 1998
I just wanted to send a quick note to let you know how much I love the Matt and Molly series! I work in an elementary school (preschool-4th grade) and the children I service love the stories. They really enjoy being actors/actresses, especially when we use the props. I have found the series to be beneficial to not only those children with autism, but to any child with language goals. Thank you!
Courtney Stefano, SLP
Egg Harbor Township, NJ
The Matt and Molly stories are my most widely used therapy materials. They are so adaptable to all types of language/literacy applications. My students never tire of their adventures (the humor, point of view, extension of story, and elicitation of personal experiences). All are so appreciated!
Gisela Watts, SLP
Today was our first day using the Austism/PDD Picture Stories and Language Activities program and The Basic Reading Comprehension Kit for Hyperlexia and Autism. It went very well and my student was so engaged. And I have never heard him verbalize so much, on his own! He loved the pictures and the repetition. I wish we could have been doing this all along!
Rebecca Stroh, Teacher
Until I was introduced to LinguiSystems, I spent hundreds of hours making my own picture stories with accompanying questions, sequence boards, and games! I am hooked on the LinguiSystems' programs that I have used with my students with autism. They have clear, age-appropriate rebuses with wonderful lessons that target social skills, basic routines, concept development, and a great approach for teaching comprehension. I want to buy it all. I've become "evangelical" about the products and have spread the word to my students' parents, behavior therapists, speech and occupational therapists, and my fellow teachers. I have been in the field of special education for over 25 years in positions from teacher to principal and this is the most excited I've been about an entire line of materials.
I have been so wowed by the Autism & PDD Picture Stories and Language Activities series, Autism & PDD Primary Social Skills Lessons, and Autism & PDD Concept Development books, that when I took on a student to tutor with SLD, my first source for program materials was LinguiSystems. I find myself referring my colleagues, who are teaching English Language Learners, to the LinguiSystems products for their clarity regarding language arts (reading, writing, listening, and speaking skill development).
Laura Gross, Teacher
Woodland Hills, CA
- It is important to ensure a child's ability to respond successfully to a wide range of wh- forms. Wh- questioning and responding is a common method of teaching and learning that affects a child academically, linguistically, and socially (Parnell, Amerman, & Hartin, 1986).
- Narrative abilities in preschool children predict long-term language skills and later academic performance (Cameron, Hunt, & Linton, 1988).
- Students with autism spectrum disorders (ASD) should receive instruction in functional, spontaneous communication; acquisition of new skills; generalization and maintenance in natural contexts; and functional academic skills when appropriate (NRC, 2001).
- Stories about specific social situations help students with ASD understand and respond to similar social situations appropriately (Kuoch & Mirenda, 2003).
- Repeated reading of stories about specific social situations improves social understanding for students with ASD (Gray, 2000).
Autism & PDD Picture Stories & Language Activities Autumn incorporates these principles and is also based on expert professional practice.
Cameron, C., Hunt, A., & Linton, M. (1988). Medium effects on children's story rewriting and story retelling. First Language, 8, 1-8.
Gray, C. (2000). The new social story book. Arlington, TX: Future Horizons, Inc.
Kuoch, H., & Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.
National Research Council (NRC), Committee on Educational Interventions for Children with Autism. (2001). In C. Lord & J. McGee (Eds.), Educating children with autism. Washington, DC: National Academy Press.
Parnell, M.M., Amerman, J.D., & Hartin, R.D. (1986). Responses of language-disordered children to wh- questions. Language, Speech, and Hearing Services in Schools, 17, 95-106.